{"id":2467,"date":"2019-05-14T22:55:45","date_gmt":"2019-05-14T22:55:45","guid":{"rendered":"https:\/\/www.improvewithmetacognition.com\/?p=2467"},"modified":"2019-05-14T22:55:48","modified_gmt":"2019-05-14T22:55:48","slug":"investigating-students-beliefs-about-study-strategies","status":"publish","type":"post","link":"https:\/\/www.improvewithmetacognition.com\/investigating-students-beliefs-about-study-strategies\/","title":{"rendered":"Investigating Students\u2019 Beliefs about Effective Study Strategies"},"content":{"rendered":"\n
By Sabrina Badali, B.S., Weber State University
Cognitive Psychology PhD student starting Fall \u201819, Kent State University<\/em><\/pre>\n\n\n\n
As an undergraduate, I became\nfamiliar with the conversations that took place after a major test. My\nclassmates frequently boasted about their all-nighters spent reviewing\ntextbooks and notes. Once grades were released, however, another conversation\ntook place. The same students were confused and felt their scores did not\nreflect the time they spent preparing. My classmates were using relatively\nineffective study strategies; most likely because they did not understand or\nappreciate the benefits of more effective alternatives.<\/p>\n\n\n\n
Some of the most commonly\nreported study strategies include rereading a textbook and reviewing notes (Karpicke,\nButler, & Roediger, 2009). However, those strategies are associated with\nlower memory performance than other strategies, such as testing oneself while\nstudying, spreading out study sessions, and interleaving or \u201cmixing\u201d material\nwhile learning (Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013). Getting\nstudents to change their study habits can prove difficult. An effective way to\nstart, perhaps, is getting students to change their beliefs<\/em> about these strategies.<\/p>\n\n\n\n
Before a learner will\nindependently choose to implement a more effective study strategy (i.e. spreading\nout study sessions), they need to appreciate the benefits of the strategy and\nrealize it will lead to improved performance. It seems this is often where the\nproblem lies. Many students lack a metacognitive awareness of the benefits of\nthese effective strategies. It is common for students to believe that\nstrategies such as rereading a textbook or cramming are more beneficial than\nstrategies such as testing oneself while learning or spacing out study sessions,\na belief that does not match actual memory performance. <\/p>\n\n\n\n
Researching Interleaving as a Study Strategy<\/h4>\n\n\n\n
This underappreciation of the\nbenefits of these effective study strategies was something I recently investigated.\nIn my research project, undergraduate participants completed two category learning\ntasks \u2013 learning to recognize different species of butterflies and learning\nartists\u2019 painting styles. For each learning task, half of the butterfly species\nand half of the artists were assigned to the massed study condition. In the\nmassed condition, all images of a category would be presented consecutively\nbefore moving on to the next species or artist. For example, all four images of\none butterfly species would be presented back-to-back before moving on to images\nof the next species. The remaining half of the categories were assigned to the\ninterleaved study condition. In the interleaved condition, images from a\ncategory were spread throughout the learning task and two images from the same\ncategory were never presented consecutively. For example, the first image of\nthe \u201cTipper\u201d butterfly may be shown early on, but the remaining three images\nwould be distributed throughout the learning task such that participants viewed\nseveral other species before viewing the second image of the \u201cTipper\u201d.  <\/p>\n\n\n\n
\"Images<\/figure><\/div>\n\n\n\n
After completing these tasks,\nand completing a final memory assessment, participants were given a brief\nexplanation about the difference between the massed method of presentation and the\ninterleaved method. After this explanation, participants provided a\nmetacognitive judgment about their performance on the study. They were asked\nwhether they thought they performed better on massed items, interleaved items,\nor performed the same on both. <\/p>\n\n\n\n
Misalignment of Evidence and Beliefs<\/h2>\n\n\n\n
I found that 63% of the\nparticipants thought they performed better on massed items, even though actual\nmemory performance showed that 84% of participants performed better on\ninterleaved items. There was a clear disconnect between what the student\nparticipants thought was beneficial (massing) versus what was actually\nbeneficial (interleaving). Participants did not realize the benefits of\ninterleaving material while learning. Instead, they believed that the commonly\nutilized, yet relatively ineffective, strategy of massing was the superior\nchoice. If students\u2019 judgments showed they thought interleaving was less<\/em> effective than massing, how could\nwe expect these students to incorporate interleaving into their own studying? Metacognition\nguides students\u2019 study choices, and, at least in this example, students\u2019 judgments\nwere steering them in the wrong direction. This poses a problem for researchers\nand instructors who are trying to improve students\u2019 study habits. <\/p>\n\n\n\n
Using these effective study strategies, such as interleaving, makes learning feel more effortful. Unfortunately, students commonly believe it is a bad thing if the learning process feels difficult. When learning feels difficult, our judgments about how well we will perform tend to be lower than when something feels easy. However, memory performance shows a different pattern. When learning is easy, the material is often quickly forgotten. Alternatively, when learning is more difficult, it tends to lead to improved longer-term retention and higher memory performance (Bjork, 1994). While this difficulty is good for learning outcomes, it can be bad for the accuracy of metacognitive judgments. Before we can get students to change their study habits, it seems we need to change their thoughts about these strategies. If we can get students to associate effortful learning with metacognitive judgments of superior memory performance, we may be able to help students choose these strategies over others. <\/p>\n\n\n\n
When teaching these study strategies, explaining how to use the strategy is a vital component, but this instruction could also include an explanation of why the strategies are beneficial to help convince students they are a better choice. Part of this explanation could address the notion that these strategies will feel more difficult, but this difficulty is part of the reason why they are beneficial. If students can accept this message, their metacognitive judgments may start to reflect actual performance and students may become more likely to implement these strategies during their own studying. <\/p>\n\n\n\n
References<\/h4>\n\n\n\n
Bjork, R. A. (1994). Memory and metamemory considerations in\nthe training of human beings. In J. Metcalfe and A. Shimamura (Eds.). Metacognition: Knowing about Knowing <\/em>(pp.\n185-205). Cambridge, MA: MIT Press.<\/p>\n\n\n\n
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J.,\n& Willingham, D. T. (2013). Improving students\u2019 learning with effective\nlearning techniques: Promising directions from cognitive and educational\npsychology. Psychological Science in the\nPublic Interest, 14<\/em>(1), 4-58. <\/p>\n\n\n\n
Karpicke, J. D., Butler, A. C., & Roediger, H. L.\n(2009). Metacognitive strategies in student learning: Do students practise\nretrieval when they study on their own? Memory,\n17<\/em>(4), 471-479. <\/p>\n","protected":false},"excerpt":{"rendered":"
In this post, Sabrina Badali shares some observations of peers’ ineffective learning strategies and presents some of her research evidence that suggests why students might persist in their use of ineffective strategies.<\/p>\n","protected":false},"author":41,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[11],"tags":[35,31,36],"class_list":["post-2467","post","type-post","status-publish","format-standard","hentry","category-blog","tag-metacognition-development","tag-self-assessment","tag-self-regulated-learning"],"yoast_head":"\nInvestigating Students\u2019 Beliefs about Effective Study Strategies - Improve with Metacognition<\/title>\n<meta name=\"description\" content=\"In this post, Sabrina Badali shares some of her research evidence that suggests why students might persist in their use of ineffective strategies.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.improvewithmetacognition.com\/investigating-students-beliefs-about-study-strategies\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Investigating Students\u2019 Beliefs about Effective Study Strategies - 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